A Musically Enhanced Narrative Inquiry Into the English Pronunciation Learning Experiences of Chinese EFL Students

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Embodiment and Becoming Through Arts-Based Ways of Knowing (Table 4)

Abstract

This musically enhanced narrative inquiry aimed to understand the English pronunciation learning experiences of Chinese EFL undergraduate students studying in Chinese post-secondary institutions. Data was collection through 40 one-on-one semi-structured interviews with 20 Chinese undergraduates, and analyzed through both narrative and musical restorying, resulting in the creation of literary and musical narrative representations. Findings suggest that our participants’ experiences of English pronunciation learning were often beset with technical and emotional challenges. This project ccontributes to a deeper understanding of EFL students’ learning experiences of a complex language skill through the unique use of sound and music, and implicates various stakeholders, including English language educators and policy makers in the Chinese context and beyond.

Authors

• Cindy Deyu Xing, University of Cambridge
  Presenting Author

• Sawyer Hogenkamp, University of California - Los Angeles
  Presenting Author